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Lehman College

Lehman College of the City University of New York, is the only public senior liberal arts college in the Bronx and is home to the School of Education which offers more than twenty-five nationally recognized and/or New York State approved programs. The School of Education’s mission is to facilitate the development of competent, caring, and qualified educators. Below you’ll find resources submitted by the School of Education at Lehman College for the C2L Project.

Campus Metrics

Each year 150 students use ePortfolio, that’s about 10% of our total enrollment.

We currently have 4 programs actively using ePortfolio pedagogy.

We currently have approximately 1-10 faculty using ePortfolios in their courses.

ePortfolio is used for Assessment in our 4 programs at the Course Level, Programmatic Level. Taskstream is used for Assessment at the School-Wide Level in all programs.

Our professional development is provided via focused training workshops.

Lehman & the Catalyst Framework

Pedagogy (PED) Location

Graduate Childhood Education

Graduate Science Education

Professional Development (PD) Focus

Faculty Group

Workshops

Reflection, Integration, Rubrics, Prompts

Outcome Assessment (OA) Level

Progressing

Technology (TECH) Platform

Digication (phased out 2011)

TaskStream

Scaling Up (SU) Strategies

Building a Culture of Learning

Connecting to Programs

Visual Overview

This diagram is a visual representation of self-reported project strengths, focus, and level of ePortfolio implementation across the sectors of the Catalyst Framework. It is based on a survey completed in Fall 2013.

Browse Lehman College's Stories and Practices:

At the very beginning of our ePortfolio journey, we captured what one faculty member thought about ePortolios (video and quotes). Additionally, through post-professional development reflections, we learned how faculty felt about the a 6-session workshop series and about ePortfolios generally. Read more [...]

Since several faculty use portfolio pedagogy in courses or programs but were not using the digital tools, the ePortfolio Leadership Team wanted to provide opportunities to collaborate and talk about topics we all have in common Read more [...]

At the end of a two-semester ePortfolio capstone project students must complete their ePortfolio consisting of the following eight entries (competency areas): 1) Welcome, 2) Philosophy of Science Education, 3) Reflective Practice, 4) Use of New Pedagogical Knowledge in Designing Instruction and Assessment, 5) Understanding of Science Education Theory and Literature, 6) Culturally Responsive Pedagogy, 7) Using Science Content Area Knowledge, 8) Collaborative Entry. Read more [...]

The Lehman College Graduate Childhood Education program, which leads to an M.S.Ed. Degree in Childhood Education and initial New York State certification in grades 1-6, piloted ePortfolios in a capstone course for three years and is now implementing a program ePortfolio in the fall 2013 semester. Read more [...]

In the very beginning, several faculty members began to evaluate online portfolios or “electronic” ePortfolios as an educational tool for graduate and undergraduate education students to document academic and professional development, organize and showcase their work and reflect on learning artifacts in alignment with programmatic goals, objectives and national standards. Read more [...]

Conceptualizing ePortfolios is an early, introductory ePortfolio experience for faculty in schools just starting an ePortfolio journey. This series was extremely successful for us initially and we would recommend it as professional development for programs just getting started Read more [...]

If you are just starting an ePortfolio journey, here is a professional development strategy that was beneficial to our first steps. The professional development series started with School of Education faculty who expressed interest in developing an ePortfolio pilot project within his/her course or program. Read more [...]

In many respects seizing the moments to reflect on and to illustrate pathways to collaborative professional engagement is a central feature to teaching and learning science and learning how to teach science. It is important to gain awareness of the relationships connecting our systems of meaning, including how we approach the ideas of others, and our collaborative experiences as science educators. Read more [...]